Guiding The Young Ones

Tag: children

  • Let’s Talk About – Car Seat Safety

    Let’s Talk About – Car Seat Safety

    Cold Weather and Car Seat Safety

    Winter means we need to keep our little ones warm, but did you know that babies and children should not wear coats or snowsuits in the car? ❌

    While it’s important to keep children warm, a coat or snowsuit can compress under the car seat harness by up to 4 inches! This can prevent the harness from fitting securely and safely, creating a dangerous situation in the event of a crash. Items like hoods, thin puddle suits, and anoraks can also impact how well the seat fits.

    Car seat specialist guidance recommends that children wear thin, non-slippy layers (such as fleece or a thin jumper) when in the car seat, ensuring the harness fits properly. You can keep blankets in the car to place over the harness to keep your child warm, but remember: car seats trap heat, so avoid over-wrapping your child to prevent overheating.

    Car Seat Safety and Extended Rear-Facing

    As parents, we’re all constantly learning – just like our children are. I’ll admit, before I had children, I wasn’t always as knowledgeable about car seat safety as I am now. Even now, I’m still learning! Car seat safety isn’t something that’s often taught to us, and even health visitors and midwives might not give the best advice or sometimes, car seat retailers provide incorrect information. So, how do we know what’s best?

    Sadly, many car seats are tested to meet the bare minimum safety standards, typically tested for a 30mph impact, which is only equivalent to two cars traveling at 15mph! After that, the seats often crumple. 😵

    In Sweden, however, children have been traveling rear-facing for over 50 years—and studies have shown that rear-facing seats are at least 5 times safer than forward-facing seats. In fact, children should rear-face until at least 5 years old for optimal safety (and beyond where possible).

    Why is Rear-Facing Safer?

    Frontal collisions are the most dangerous type of car accidents, where the highest speeds and forces are involved. In these situations, if a child is forward-facing, they are flung forward and the harness pins them back. This causes stress on the neck, spine and internal organs. Since children’s bones and spines aren’t fully fused yet, they are at a much higher risk during such an impact.

    To put it into perspective, a baby’s head makes up 25% of their body weight, compared to an adult’s head, which is only 6%. Rear-facing seats help counteract this forward movement, distributing the force more evenly across the child’s back and reducing stress on their developing body.

    What About Legroom?

    A common question parents ask about rear-facing seats is, “Where will their legs go?” The answer is that children are more flexible than we often think. They tend to find comfortable positions, such as sitting cross-legged or with their legs resting against the seat. In fact, many children find rear-facing seats more comfortable because their legs aren’t dangling without support.

    There are also rear-facing seats with extended legroom options – these allow the seat to be adjusted to create more space for your growing child.

    Making Informed Decisions for Safety

    As parents and caregivers, our number one job is to keep our children safe. With the right information, we can make informed choices to protect them. If you want more guidance on extended rear-facing car seats, car seat safety, or car seat fit checks, I highly recommend visiting these Facebook pages that offer professional, independent advice from trained car seat specialists:

    • Extended Rear Facing (ERF) Car Seat Safety
    • Car Seat Safety UK

    Videos and Additional Resources:

    Check out these videos to learn more about car seat safety and rear-facing benefits:

    And read this helpful article from Axkid about rear-facing myths and how rear-facing seats actually protect your child’s legs: Axkid – Rear-Facing Myths

    Team Tex Seats and Other Brands

    Unfortunately, a company called Team Tex, known for producing low-quality, budget car seats, is commonly bought by parents who may not be aware of the risks. These seats often fail crash tests and are unable to withstand even minor impacts. Some Team Tex seats are sold with cheap materials and poor construction, and they have failed crash testing multiple times.

    Other well-known car seat brands may also fall short in terms of safety testing. While some brands claim to do additional tests, these may only focus on individual aspects like material strength, not on the seat’s overall performance in a crash.

    Swedish Plus-tested seats are the best option when it comes to safety. These seats have undergone the toughest testing in the world. Some brands with Swedish Plus-tested seats include:

    • Axkid
    • Avionaut
    • Britax
    • BeSafe

    Some other brands like Joie and Graco also offer some Swedish Plus-tested options and seats with high safety ratings.

    At the end of the day, it’s important that we, as parents and carers, make decisions that are best for our children. With proper knowledge and expert advice, we can ensure our children are as safe as possible while traveling.

    Let’s keep our little ones as protected as we can – always.

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  • Let’s Talk About Food, Food Aversions, and Picky Eaters

    Let’s Talk About Food, Food Aversions, and Picky Eaters

    Some children eat everything put in front of them, while others require a bit more encouragement. It’s completely normal for children to go through phases of being picky about what they eat but I understand how frustrating picky eating can be for parents and carers. If your child is only eating certain foods, there are several strategies you can try to help form new, healthier habits. Here are some tips to help your child try more foods and cooperate at mealtimes.

    (If your child isn’t eating at all, this could be linked to illness or additional needs, and you may need to approach it differently. Please refer to the last section for more guidance.)

    Create a Positive Environment

    The setting where you eat can make a big difference. Consider these tips to create a positive atmosphere at mealtimes:

    • Sit together as a family and role model the behaviors you’d like to see. Mealtime is a great opportunity to spend time together and create positive associations with food.
    • Avoid distractions like TV during mealtimes. Distractions can interfere with your child’s ability to recognise their hunger and fullness cues.
    • Set realistic expectations for how long your child should sit at the table, keeping their age and developmental stage in mind.
    • Encourage self-feeding, which helps foster independence and positive food relationships.
    • Make sure your child feels comfortable and included at the table, and avoid rushing them.

    Don’t Force Food

    It’s important not to force food on children. While you may want them to try new things, pressuring them can have the opposite effect, causing distress and creating negative associations with eating. As long as your pediatrician says your child is healthy and eating a variety of foods, try not to worry too much about their current food preferences.

    Gently Expand the Menu

    You can be a great role model by being an adventurous eater yourself and showing your child how to have a positive food relationship. Try creating a list of new foods to try as a family and make it fun—ask, “What new food should we try tonight?” You can even turn it into a game, like Food Bingo, to make exploring new foods exciting.

    Offer Foods More Than Once

    If your child refuses a new food, try offering it again another day. Repeated exposure can help them become more comfortable with unfamiliar foods. It may take multiple attempts (often over ten tries) for a child to accept a new food. You can also encourage your child by showing them that you’re eating the food yourself. This can help normalise it.

    Provide Lots of Praise (Without Pressure)

    Avoid pressuring or bribing your child to eat a certain food, as this can create negative feelings and associations about/around food. Instead, offer new foods in a relaxed, low-pressure way. Praise your child when they’re brave enough to try something new. Some children may also appreciate knowing what they’re eating, so showing them the whole food before chopping or cooking it can help them understand what’s on their plate.

    Avoid Using Food as a Reward

    Using food as a reward can inadvertently create a negative association between certain foods and rewards. For example, children may start to see sweets as “good” and vegetables as “bad.” Instead, try rewarding them with activities such as a trip to the park or playing a game together. It’s also helpful to avoid referring to foods as “treats” for the same reasons.

    Don’t Make a Second Meal

    Rather than preparing a separate meal for your child, always try incorporating “safe foods” alongside new or unfamiliar ones. For example, if your child enjoys certain fruits or vegetables, include those on the plate along with new foods like pasta or chicken. This can make the meal more appealing and less overwhelming.

    Stay Calm with Unwanted Food

    If your child refuses to eat something, try not to react with frustration. Children can pick up on your anxiety, which could make the situation worse. Instead, calmly remove the plate without comment. Teach your child that just because they don’t like a particular food doesn’t mean the whole meal is ruined. For example, if they don’t like a pickle on their burger, encourage them to push it to the side.

    Get Little Ones Involved and Make Food Fun

    Involving children in food preparation can make them more open to trying new foods. Let them help make the shopping list, and turn food shopping into a game- perhaps trying to find certain colours or creating a “rainbow” of foods. Exploring new varieties of foods may also help your child discover preferences they didn’t know they had. For example, they might find they enjoy foods with smoky flavours or prefer sour apples over sweet ones.

    Reading stories that include food or engaging in role-playing cooking games can also help children feel more comfortable with food. Cooking together is another great way to get children interested in new foods. Look through family-friendly recipes and pick one that excites both you and your child, then prepare it together.

    What is a Food Aversion and ARFID?

    A food aversion is a strong dislike or fear of a particular food. The sight, smell, or taste of the food may cause a child to feel nauseous, gag, or even vomit. Food aversions can affect both children and adults.

    Avoidant Restrictive Food Intake Disorder (ARFID) is an eating disorder characterized by the avoidance of certain foods or food groups. Children with ARFID may restrict their food intake due to sensitivities to taste, texture, smell, or appearance. This condition can develop after a distressing experience, such as choking or vomiting, which affects their relationship with food. ARFID is also common among children with Autism Spectrum Disorder due to sensory sensitivities.

    When to Seek Professional Support

    If you’re struggling to get your child to eat a more varied diet or if you’re concerned about their health, it may be helpful to seek support from healthcare professionals such as a GP, health visitor or early intervention team. If your child is losing weight, feeling weak or lethargic or exhibiting other concerning symptoms, contact your doctor immediately. Remember, my door is always open to offer support and guidance, so don’t hesitate to reach out if you have any questions or need additional help.

    Here is the NHS link for further information and guidance –

    https://www.nhs.uk/conditions/baby/weaning-and-feeding/fussy-eaters/

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  • Let’s Talk About – Schematic Play

    Let’s Talk About – Schematic Play

    Understanding Schematic Play: Supporting Children’s Development Through Repeated Actions

    Watching children at play is truly fascinating! Some children seem to have a clear vision of what they want to achieve, while others may appear to be doing the same thing repeatedly, seemingly without an end goal. However, both types of play are an essential part of children’s learning journey.

    Children experience schemas of play as strong urges, which is why they can find it very difficult to stop doing something and in which they seem unable to control and compelled to complete. However, it is important that children are allowed to satisfy, channel and enhance these urges, to support and develop children’s thinking and understanding. When children are exploring their schematic play interests, they are usually highly engaged and absorbed in their task which can spark new ideas, consolidate learning and aid critical thinking skills. These “schemas” are not random; they reflect the child’s urge to understand and explore their world.

    What is Schematic Play?

    Schematic play refers to the repeated actions children engage in, which help them understand concepts like how things work, how objects interact, or the world around them. It can often be seen as children follow urges or patterns in their play, driven by their own curiosity and brain development. Each child may explore different schemas based on their interests, abilities, and developmental stage. Understanding these schemas and observing them in action allows adults – whether parents or educators – to better support children in their learning.

    Common Schemas in Early Years Play

    Here’s an overview of some key schemas and how you can support them in your setting:

    1. Transporting Schema

    Children who are exploring this schema love to move things from one place to another. You might see them filling bags, baskets, or pushing toy cars or prams around. This action helps them develop an understanding of distance, location, and object permanence. To support this schema, provide a variety of transportation tools like baskets, trolleys, trucks, and even wheelbarrows for outdoor play. Sand and water play with containers, funnels, and trays can also be great ways to explore this schema.

    2. Trajectory Schema

    This schema is often one of the earliest observed. Children are fascinated by how things move, whether it’s dropping objects, rolling balls, or simply watching things fly through the air. This schema supports their understanding of movement, force, and cause and effect. To support this, provide water or sand play with funnels and pipes, ball play, or simple experiments involving rolling and dropping objects. Streamers, bubbles, and blowing activities can also spark interest.

    3. Enveloping Schema

    When children are exploring the enveloping schema, they are interested in whether something exists when it’s hidden. This often involves wrapping, covering, or concealing objects. You might see children wrapping themselves in blankets or exploring materials like scarves or hats. To support this, offer materials like dressing-up clothes, blankets for building dens, or nesting toys such as Russian dolls. Activities like wrapping presents or creating dens will help children explore this schema.

    4. Enclosing Schema

    This schema is focused on containing or enclosing objects within boundaries. Children will enjoy placing objects inside boxes, pens, or other enclosures. It’s different from the enveloping schema in that it focuses on containment rather than hiding or wrapping. To support this, provide construction materials like blocks, fences, and track sets, or even simple creative materials for making enclosures. You might also provide materials to create borders or walls for their structures.

    5. Transforming Schema

    Children who explore the transforming schema are interested in how things change, whether in appearance, shape, or consistency. You might observe them mixing paints, changing materials, or disassembling objects. They are experimenting with cause and effect. To support this schema, offer materials like playdough, mud, sand, or gloop. Scientific experiments like mixing vinegar and baking powder can also fascinate children with this schema.

    6. Rotational Schema

    Children interested in the rotational schema are drawn to objects that spin, twist, or turn. This could include exploring wheels, spinning tops, or even spinning themselves around. This is a great way for children to develop coordination, balance, and spatial awareness. To support rotational play, provide toys with spinning components, such as windmills or cogs. You can also take children outside to roll down a hill or visit a roundabout at the park.

    7. Positioning Schema

    Positioning involves arranging, ordering, and lining things up. Children love to create patterns or group objects in a specific way. This schema is crucial for laying the groundwork for future mathematical learning. It helps children explore classification, symmetry, and sequencing. You can support this schema by providing loose parts like sticks, stones, or wooden pieces for creating patterns, as well as toys for arranging and organizing (like animals, cars, or small figures).

    8. Connecting Schema

    The connecting schema is all about linking objects together. Children may enjoy building train tracks, connecting Lego pieces, or threading beads. This schema helps children understand relationships, force, and the concept of joining and separating. To support this schema, provide construction toys, string, glue, and other materials for creating connections, such as threading beads or making junk models.

    9. Orientation Schema

    Children exploring the orientation schema are keen to understand how objects look from different perspectives. They may enjoy activities like lying on the floor or climbing to see things from above. This schema helps children develop physical confidence and spatial awareness. Encourage this schema by providing space for climbing, rolling, and swinging. Mirrors, magnifying glasses, and yoga activities can further support their exploration.

    How to Support Schematic Play

    When supporting schematic play, it’s important to observe the child’s interest and provide resources that align with their schema. Ask yourself:

    • What action is the child carrying out?
    • Have I seen the child doing this somewhere else?
    • What resources or activities could enhance or extend this play?

    Encourage their exploration by introducing new materials, tools, or challenges related to their interests. Allowing children to follow their own urges helps them learn at their own pace and strengthens their problem-solving and critical thinking skills.

    Conclusion

    Schematic play is an essential part of children’s learning and development. By understanding the various schemas, you can create an environment that fosters curiosity, engagement and deep thinking. The key is to observe children closely, identify their schema and provide resources and opportunities for further exploration. This will not only satisfy their current interests but will also help them build the skills they need for future learning.

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  • How Long Should You Keep Out Learning Invitations and Provocations?

    How Long Should You Keep Out Learning Invitations and Provocations?

    The answer to this question isn’t set in stone, as there is no “one-size-fits-all” timeline. How long you choose to keep specific resources or materials available will depend on several factors, such as the children’s ages, abilities, interests, and how much they are engaging with the resources. It’s important to assess how much more learning can happen with these materials and if there’s room for deeper exploration.

    At The Young Ones Childminding, we ensure that our core provision – resources that are always available – is in place. However, we also enhance this provision by rotating materials and adjusting them based on the children’s current interests, developmental needs and how best to engage and challenge them. For example, books are always accessible. While some key favourites remain, we rotate others to support the children’s learning and evolving interests.

    An important aspect of using learning invitations and provocations is the continuous observation and reflection on the children’s responses. By carefully observing how children engage with materials, we can determine when they may be ready for a change or when they need more time to explore. Sometimes, children may revisit a provocation after a break, leading to fresh insights or deeper understanding. This process creates a dynamic learning cycle, where provocations are not only used once, but can be returned to at different times, allowing children to build on previous experiences. This ongoing cycle of exploration, observation, and reflection ensures that learning remains meaningful and responsive to each child’s developmental needs.

    It’s crucial to remember that there’s no rush to move on from provocations or invitations. If children are deeply involved and engaged in an activity, consider leaving it out for a longer period of time. Let their play evolve naturally. You never know where it might lead! Sometimes, children may need that extra time to fully explore or question the materials before they’re ready to move on. You can even add, remove or rotate some resources to deepen their curiosity and challenge them further.

    On the flip side, if you notice that children are showing little interest or their engagement begins to wane, it’s completely okay to switch things up. You might discover that children take the learning in directions you hadn’t imagined. This could be because they are following their own interests or schematic urges and that’s wonderful! They are constructing knowledge in their own unique way, which is always worth celebrating.

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  • Spring hygge 

    Spring hygge 

    A change in the weather,

    As spring comes along,

    Buds blooming on trees,

    As the birds sing their song. 

    The sun is shining,

    High up in the sky,

    The insects reappearing,

    And catching our eye. 

    Back out come the microscopes,

    As we search for more bugs,

    Laughter fills the air, 

    Fun and happiness hugs. 

    The array of bright colours,

    As flowers start to bloom,

    Exploring lifecycles,

    Watch metamorphosis resume. 

    There is so much to learn,

    As spring fills the air,

    But most importantly with nature ,

    It’s important we care. 

    ©️ – Poem by Georgina Young – Guiding The Young Ones 

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  • Forever My Child

    Forever My Child

    I prayed every bedtime,

    For a special child like you.

    And when I saw your sweet face,

    No one else’s would do.

    Your skin was all wrinkled,

    Your lip all tucked in.

    Just seeing you was,

    The happiest I’ve been. 

    You’ve cried and you yelled

    You’ve pooped and been sick.

    Youve thrown the odd tantrum,

    And thrown the odd fit.

    But if you ask if I love you, 

    Of course I always do.

    There is nobody on earth,

    Quite as special as you.

    I love every freckle,

    I love every curl.

    I love every giggle,

    You are my whole world.

    I love every second with you,

    I treasure each smile,

    You’re my reason for living,

    You make life worthwhile.

    But you’re growing up quickly,

    And soon you’ll take flight.

    And I’ll be alone,

    With my memories each night.

    But no matter how far,

    Or how big you may be.

    You’ll always be little,

    When you’re safe here with me.

    ©️ – Poem by Georgina Young – Guiding The Young Ones

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  • Just a Childminder… 

    Just a Childminder… 

    I wear many hats,

    within my busy day,

    As I help each child,

    Learn through their play. 

    I follow their lead,

    As we go off exploring,

    One thing is for certain,

    Our day’s never boring. 

    I am often a gardener,

    A chef and a baker,

    An artist at work,

    A creative play maker. 

    I am a planner, a preparer,

    For spontaneous days,

    I am a nurse for,

    those accident prone days. 

    I provide opportunities,

    For a role play adventures,

    I pack forest school bags,

    For when we go off and venture. 

    I am a nature lover,

    And encourage outdoor fun,

    I am a story teller,

    But we can’t just read one.

    I change many nappies,

    Do a hundred toilet trips,

    But I am also a pirate,

    That sails on their ships.

    I am a feelings trainer,

    To support big emotions,

    And I’m also a scientist,

    Who helps to make potions. 

    I am a mathematician, 

    A confidant and a friend,

    I scaffold their learning,

    Then with that I extend.

    I prepare for the future,

    And with teaching I’m prudent,

    But they also teach me,

    So furthermore I’m their student. 

    I love and I care for them,

    Right from the start,

    For each special child,

    No, they won’t leave my heart.

    So really I do many jobs,

    And one thing is for sure,

    I’m not “just a childminder”,

    I am so much more…

    ©️ – Poem by Georgina Young – Guiding The Young Ones

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  • What Did They Learn? 

    What Did They Learn? 

    You know you love your children 

    And want them to have fun and play, 

    But in your thoughts you’re wondering 

    What they have learnt today?

    They said they found a butterfly 

    And it flew up to the sky,

    But they gained a curiosity 

    And got them asking why? 

    They said they drew a picture 

    You saw some scribbles on a page,

    But they were developing their muscles 

    For that later writing stage. 

    They said they climbed a tricky tree 

    Though they then got a high five,

    But they really learnt to keep going 

    And continue giving it a try. 

    They said they played dressing up 

    And became a dragon big and red,

    But they were building imagination 

    And creativity in their head. 

    They said they played hide and seek

    And it was so much fun to play,

    But it taught them many social skills 

    And they made a friend today. 

    They said they read a story

    And it had a funny rhyme, 

    But they gained a special love for books 

    To last ‘til the end of time. 

    So when you’re worried they’re just playing 

    And they might fall way behind,

    Know they’re busy learning oh so much 

    In their body, soul and mind. 

    ©️ – Poem by Georgina Young – Guiding The Young Ones

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  • Whatever The Weather 

    Whatever The Weather 

    Playing outside, 

    In snow, rain or sun.

    Whatever the weather,

    We have lots of fun. 

    Chasing the leaves, 

    And searching for bugs.

    Exciting natures walks,

    And happiness hugs. 

    Splashing in puddles, 

    Dancing in the rain.

    Rolling down big hills, 

    We don’t care about stains. 

    Because wherever we go,

    And whatever we do.

    We do so much learning, 

    We’re taught something new.

    So when we take home,

    Clothes to be washed and hung.

    Know we’ve enjoyed every second, 

    Of just being young. 

    🍁 🦋 🌱 🌧️ ☀️ ❤️

    ©️ – Poem by Georgina Young – Guiding The Young Ones Ones

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  • Autumn Hygge 

    Autumn Hygge 

    Cosy evenings are coming,

    Mornings start feeling cool,

    The children are returning,

    All back to their school. 

    The seasons are changing,

    A chill starts in the air,

    Rain drops start falling,

    And wetting our hair.

    The trees change their colours,

    Leaves tumble to the floor, 

    We start closing the windows,

    And shutting the door. 

    The heating flicks on,

    Dark nights drawing in,

    Lamps and fluffy blankets,

    Let the Hygge feeling in.

    Because it’s life’s simple pleasures, 

    It’s those moments in time, 

    Were we feel oh so grateful, 

    And our souls feel sublime. 

    So light up those candles,

    Grab a hot cuppa tea,

    Bake a warm apple pie,

    (Then please share it with me).

    Slow down, enjoy presence,

    And snuggle together,

    Spend time with your loved ones,

    Make memories that last forever. 

    ©️ – Poem by Georgina Young – Guiding The Young Ones

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